Goal Three
Goal 3
I used effective strategies to implement a formative assessment to assess the student’s weaknesses and strengths.
Teaching Practice Competency:
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Assessing Learning.
Time frame
In the first week, I will ask the counselor teacher to give me the approaches she applied to evaluate her learner. In the second week, I will apply her approach to see how it works with them and write a reflection about it. Last week, I applied self-assessment, and I will apply my methods, ask a counselor for schoolteacher feedback, and write a reflection.
Action Plan
Ask MST to give me a sample of her formative assessment sheet.
- Read articles and books on the internet about the formative assessment
. - Use different types of formative assessment.
- Use the MST checklist to evaluate the student.
- For the notice: I will observe the students when they do the activity, and write down what students are doing. Then assess the student's learning and linking with one of six areas of the EYFS (communication and language development)
– specify the next steps according to student level and the last step feeds into planning.
- For the documentation: I will choose a sample of student work – write down the date and type of activity
– write a description of what has the student done
- write a reflection about the child's work – identify the next step then feed it into planning.
(Buttitta, F., Felicioni, L., Del Grammastro, M., F)
Implementation
I implemented the formative assessment usually during the lesson and at the end of the class. Also, I used formative assessment to make plan for the next step and make some solution to develop the students academiclly.
Implementation
Rational
Formative assessment is a wide variety of methods that teachers use to conduct in-process evaluations of student comprehension, learning needs, and academic progress during a lesson, unit, or course. Also, it could be before the lesson. The teacher used this type to monitor student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning. It helps students identify their strengths and weaknesses and target areas that need work. Also, it assists faculty to recognize where students are struggling and address problems immediately. (Fisher, D., & Frey, N. , 2014)
Reflection
The idea that reflection provides benefit for learners has been around since the time of Plato, who described reflection as “a discourse the mind carries on with itself.” In the past century, John Dewey, Jean Piaget, Lev Vygotsky, Rick Stiggins, and Arthur Costa have all pointed to metacognition, in the form of active reflection, as a necessary component for making learning stick. With the growth of formative assessment practice in classrooms around the world, assessment is transitioning from an end-point measurement into a supportive activity that informs both teachings and learning along the way.
reflective assessment is a metacognitive strategy and formative assessment strategy that encourages students to think about their thinking. Reflective thinking helps students figure out what they know and do not know and connects their learning to other experiences and information in their world. But here’s the important point: For students to have these intended outcomes, reflective assessment should be done in a regular, active, and prescribed manner so that students build “muscle memory.” As such, reflective assessment is most effective when teachers intentionally and regularly provide time for students to engage in specific reflective-assessment strategies that focus both on content and learning processes( Evans, 2016).